Effects of Task Repetition on Saudi EFL Learners’ Reading Comprehension
| Autor: | Musaad Alrahaili, Hamza Alshenqeeti |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
media_common.quotation_subject
Teaching method task complexity Lexicon Task (project management) second language Reading (process) task repetition Mathematics education saudi efl learners Cognitive skill media_common lcsh:LC8-6691 lcsh:English language Language production lcsh:Special aspects of education SocArXiv|Arts and Humanities General Medicine reading comprehension SocArXiv|Arts and Humanities|English Language and Literature bepress|Arts and Humanities|English Language and Literature Reading comprehension Task analysis lcsh:PE1-3729 Psychology bepress|Arts and Humanities |
| Zdroj: | Arab World English Journal, Vol 11, Iss 3, Pp 417-430 (2020) |
| DOI: | 10.31235/osf.io/9hn6k |
| Popis: | Recent developments in English language teaching and learning have heightened the need for the use of tasks to foster second language (L2) learning. Central to task-based interaction is the repetition of the same task. Task repetition (TR) stimulates cognitive skills for speech learning and functionality. It has been emphasised in research and practice how task repetition boosts learner processing tools by fortifying form-meaning correlations, facilitating lexicon integration, and providing practical expertise. This study aims to examine the impact of TR on reading comprehension of EFL learners, focusing on individual reading performance and group differences in familiar and recycled tasks. A total of 50 students participated in the current study. The participants were divided into two sample groups (25 male and female respondents). A quantitative research method was utilised in the data analysis. Data management and analyses were performed using IBM SPSS 24.0 (2019). Results indicated that content familiarity and TR significantly impact participants’ reading skill. In addition, this study provides insights into how teachers may utilise TR within L2 lessons to support learners’ language production. The findings observed in this study mirror those of the previous studies which have reported TR as being an effective tool for enhancing reading comprehension. The study concludes by discussing pedagogical implications on the role of TR in L2 learning within EFL contexts. |
| Databáze: | OpenAIRE |
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